2 Career Readiness Certificate Programs WorkKeys -based Certificate Programs: Building for Success Table of Contents Section Page 1. The Need for a Career Readiness Certificate 1 2. Creating a Career Readiness Certificate 2 3. Who to Involve in a Career Readiness Certificate Program 5 4. Common Implementation Steps and Challenges 6 5. National Career Readiness Certificate 7 Appendix A: Review of the WorkKeys Job Skills Assessment System A-1 Appendix B: Some Common WorkKeys Skills Levels B-1 Appendix C: KeyTrain A Curriculum for Improving WorkKeys skills C-1 Appendix D: Sample Certificate Marketing Materials D-1 This guide was created to help organizations implement career readiness certificates quickly and effectively. The examples and suggestions used to illustrate the possibilities and are designed to stimulate your own creativity in developing solutions for your workforce development program. Page i

3 The Need for a Career Readiness Certificate 1. The Need for a Career Readiness Certificate Career Readiness Certificates respond to and help to manage and satisfy several of the needs of the modern workforce economy: The increasing skills needs of the job market The gap between the skills of the existing workforce and newly created jobs The need to assist employers in order to be competitive in a world market The need to assist the workforce in finding meaningful employment The competitiveness of a state s economy in attracting new employers Today s economy is placing a higher demand on potential employees. Jobs are increasingly moving from unskilled professions to skilled professions. The highest growth in employment is in jobs that require some technical or post-secondary education or training, but not necessarily a four-year college degree. Numerous surveys have demonstrated a gap between the current workforce and the basic skills needs of employers. The American Management Association has stated that 36% of new hires do not have the basic math and reading skills required for their jobs. American businesses will soon be spending more than $25 billion per year on remedial training programs for new employees. These facts demonstrate both a disadvantage to our employers and a challenge to the workforce development community. In order to reduce the cost of remedial training and lost efficiency, more companies are implementing pre-employment assessments to identify these skills before hiring. These programs can represent a barrier to employment for individuals seeking jobs. Improving a job seeker s basic skills will improve the chance of obtaining employment, improve the quality of the employment obtained, and reduce the cost of the hiring process for employers. This workforce development issue also has a profound effect on economic development. Most states and many individual communities now have active programs to attract new employers to their area. In effect, these programs are competing against each other for the pool of available new jobs. The quality of a local workforce consistently ranks in the top three criteria for deciding the location of a new business. Therefore, to remain competitive, economic development programs must have a method for addressing workforce development, and a means for communicating the quality of the workforce to employers. These issues demonstrate the need to address the quality of the local or state workforce in a systematic way, and to be able to quantify, improve and communicate the basic skills of the workforce. A career readiness or employability certificate is a means for establishing a system for addressing these issues. Page 1

4 2. Creating a Career Readiness Certificate Creating a Career Readiness Certificate These issues demonstrate the need to address the quality of the local or state workforce in a systematic way, and to be able to quantify, improve and communicate the basic skills of the workforce. A career readiness or employability certificate is a means for establishing a system for addressing these issues. A Career Readiness Certificate (CRC) is a portable credential that confirms to employers that an individual possesses the basic workplace skills required for common jobs. This requires that agencies and organizations in a state or region adopt a common definition for the certificate and its skill levels. This provides a method for: Demonstrating to individuals the need to improve basic skills and rewarding them for achieving them, Demonstrating to employers that potential employees possess the skills that they need, Communicating the quality of the workforce to potential new employers, Identifying training targets for educational and workforce development agencies, Leveraging the work of different organizations and using tax monies more efficiently by reducing overlap between agencies and programs through the establishment of commonly accepted metrics and assessments and Targeting training to industries or clusters through the establishment of varying levels or categories of certificates. The key to success for this system is the selection of a common metric for measuring the basic skills. The skills metric must be able to: Communicate to a wide variety of organizations, including academic and business, Measure both the skills of individual employees and the skill required by typical jobs on a common scale, Be validated and developed by a reliable source in order to develop confidence in the system, Be applicable to a wide variety of jobs and Allow an individual to improve their skills in order to quality for certificates and jobs. Research by the State of Louisiana indicates that there are over 250 different types of career assessments, of which 16 are categorized as aptitude/achievement and comprehensive measures. Of these sixteen, one particular instrument the WorkKeys Jobs Skills Assessment System - enables employers to assess workers and customize training for a wide range of skilled jobs; provides a way for students and workers to document and advance their employability skills; and informs educators how to tailor instructional programs to help students acquire specific skills employers need. Page 2

5 Creating a Career Readiness Certificate The WorkKeys system has been adopted by numerous states for implementing career readiness certificates. WorkKeys quantifies the most common basic workplaces skills, as described in the next section. A career readiness or employability certificate involves: Selecting several target certificates by desired skill levels, percentage of total jobs available, target industry clusters, occupational programs, etc., Selecting several of the basic skill categories appropriate for the target certificates, Establishing the skill levels in each categories and Enlisting the support of agencies that will promote the certificates, assess individuals, provide associated training and promote the use of certificates in hiring or recruitment processes. A typical certificate program involves identifying the most basic skills and establishing several certificates that correspond to varying levels of achievement in these skills. This type of certificate has the widest range of applicability to all educational, training, and employment organizations and is not tied to a specific industry. The Career Readiness Certificate includes three common basic skills: Reading for Information reading and using work-related information Applied Mathematics using mathematical reasoning to solve work-related problems Locating Information using workplace graphics. Some areas may add additional skills such as Applied Technology, Writing or Teamwork. There is an attempt to keep the CRC as just the three listed above. One common method for implementing certificates has three certificate levels (Bronze, Silver and Gold) and is a standardized credential that says the certificate holder is job ready. The three levels allow an individual to advance his or her skill level in order to qualify for more jobs. Bronze Level An individual achieving this level of certification possesses core employability skills for approximately 30% of the jobs profiled by WorkKeys in these skill areas (indicated by a Level 3 on the WorkKeys scale for Reading for Information, Applied Mathematics and Locating Information). Silver Level An individual achieving this level of certification possesses core employability skills for approximately 65% of the jobs profiled by WorkKeys in these skill areas (indicated by a Level 4 on the WorkKeys scale for Reading for Information, Applied Mathematics and Locating Information). Gold Level An individual achieving this level of certification possesses core employability skills for approximately 90% of the jobs profiled by WorkKeys in these skill areas (indicated by a Level 5 on the WorkKeys scale for Reading for Information, Applied Mathematics and Locating Information). Page 3

6 Creating a Career Readiness Certificate To earn a certificate, individuals are tested in the selected skills through the WorkKeys employability skills assessment system. As a result of the testing, individuals earn a certificate or identify areas in which they need further instruction. WorkKeys assessments may be taken at One-Stop Centers, Community Colleges, Tech Centers or Adult Education facilities located throughout the state or region. For high school students, high school guidance counselors or local community college representatives may provide the assessments. For individuals who do not initially achieve the certificate, assessment results will indicate targeted training needed in order to achieve the skill levels necessary to obtain the certificate. One-Stop Centers or other organizations partner with postsecondary education to ensure that training and education opportunities are available to meet targeted training needs based on the WorkKeys assessment. Secondary and postsecondary educational institutions can create dual enrollment opportunities for in-school youth who are in need of specific training in order to obtain the certificate skill levels. (See Appendix C.) Page 4

7 Who to Involve in a Career Readiness Certificate 3. Who to Involve in a Career Readiness Certificate Career Readiness Certificates impact all organizations that involve secondary and postsecondary education, occupational training, employment services, social service, workforce development, economic development and business and industry. As such, all of these agencies can be involved in designing and executing a certificate system. Normally, the more organizations that are involved, the greater the benefit and success of the certificate system will be. Some organizations you may wish to involve include: Career Preparation o Secondary education (K-12) o Postsecondary education Technical colleges Two-year institutions Four-year institutions o Career / Technical Education Career academies o Apprenticeship organizations o Adult education and family literacy Workforce Development o WIA o Welfare-to-work o School-to-work o Perkins III o Temporary Assistance to Needy Families (TANF) o One-Stop Centers Worker Enhancement o Industry-based certifications o Incumbent worker training programs o Customized training programs Economic Development o State government Department of Labor Department of Commerce Department of Economic Development Department of Workforce Development o State and Local Chambers of Commerce o Municipal governments Business and Industry Representatives Page 5

8 Common Implementation Steps and Challenges 4. Common Implementation Steps and Challenges Some common steps to implementing a career readiness certificate are: Find a champion a person or lead organization who will make it a priority to encourage others to join the effort and support it actively. Ideally the champion will be a person at a level that can engage other similar champions at other organizations and influence policies and actions. Establish a working group of representatives from organizations that may be involved in the process. See the preceding section for examples. Remember to consider representatives from local business and industry. Work to establish a common ground that basic skills are important to education, training, social service, business and economic development agencies. See that a common metric for measuring these skills will be a benefit to all agencies involved, and most of all to the community at large. Select several target certificates by desired skill levels, percentage of total jobs available, target industry clusters, occupational programs, etc. Select several of the basic skill categories appropriate for the target certificates. Establish the skill levels required for each certificate. Enlist the support of agencies that will promote the certificates, assess individuals, provide associated training and promote the use of certificates in hiring or recruitment processes. Seek to establish the certificate as an official designation, most commonly through the endorsement of the state governor (if a state) or mayor (if a community), board of education, department of labor, chamber of commerce, etc. Develop a system for maintaining records of individuals who have obtained or are seeking certificates. Include their certificate levels, training progress, desired career, employment status, etc. Provide a means for making this data available to program partners. Train the staff of the partner agencies so that they understand the meaning of the certificates and skill levels, and can communicate these to individuals and businesses. Publicize the system to engage the support of the public and industry. Involve the media distribute press releases, have press conferences with state or local dignitaries, hold open-houses at member agencies, publicize persons who have obtained certificates, publicize how to apply, test, or train for a certificate. Follow through! Make sure that partner agencies are using the certificates and that businesses are looking for certificates when hiring. One of the most common challenges is getting the active support of the appropriate public agencies. If the agencies have not previously worked together on common issues, then there may be a response of guarding their turf. It is the responsibility of the champions and leadership officials to help staff understand that this system will make all of the organizations more effective, and therefore demonstrate the worth of their organizations in the long run. Page 6

9 5. National Career Readiness Certificate TM ACT launched the nationwide credentialing initiative designed to compliment the state efforts. As the state certificates, the National Career Readiness Certificate identifies job seekers who have the essential foundational skills to succeed in the workplace. For current employees, it identifies the skills needed for promotions and greater productivity. Having a national certificate gives additional portability to the credential. National Career Readiness Certificate The basis of the National Career Readiness System is ACT s WorkKeys job skill assessments, which examine the essential foundational skills needed for virtually every occupation. For nearly two decades, WorkKeys has been used by more than 2,500 organizations for employee hiring and development. Companies that have used WorkKeys have seen reduced turnover among employees, as well as improved productivity and training efficiency. By earning a National Career Readiness Certificate, individuals can demonstrate that they possess key foundational job skills that are needed for virtually every job. This gives the job seeker an advantage when applying for jobs, a complement to a diploma and resume. For employees already on the job, a certificate can demonstrate skills needed for a promotion or for training that leads to greater productivity and effectiveness. Benefits for Businesses: Screening Save time by interviewing only applicants who have the skills required for your jobs. Hiring and promotion A National Career Readiness Certificate can be used as a plus factor to help you make selection and promotion decisions. Targeting employee training and development Save money by using your training budget on employees with skill gaps. States that have their own career readiness certificate based on the WorkKeys system are encouraged to at a minimum affiliate with the National Career Readiness Certificate. Those that choose to do so can obtain from ACT National Career Readiness Certificate seals. These seals are to be affixed onto the state-issued certificate. Individuals who are seeking employment outside of their current state of residence can demonstrate a credential recognized across the country. Seals are only valid if placed on a state-level certificate. States that have state programs are encouraged to work to make their certificate a version of the National Career Readiness Certificate and ACT will work with each state to convert their programs. For more information on the National Career Readiness Certificate visit or Page 7

10 Appendix A. A Review of the WorkKeys Job Skills Assessment System Appendix A The WorkKeys Job Skills Assessment System is a product of ACT, Inc. ACT is the developer of the ACT Assessment that is commonly used for college entrance testing. The ACT test is an effective predictor of an individual s academic skills and their ability to perform successfully in college-level courses. In the late 1980 s, representatives from the business and education communities began talking with ACT about the development of an assessment to measure an individual s basic workplace skills and predict success in the workplace in the same way that the ACT test predicted college success. The WorkKeys employment system grew out of those initial discussions for the need to effectively match people with jobs. The most important thing to remember about WorkKeys is that it is an employment system. It is most powerful when all its components are used. Let s take a quick tour of the WorkKeys system. Instructional Support Assessment Job Profiling Research The WorkKeys System Page A-1

11 Appendix A First Stop: Assessment Assessment. Test. These are words that evoke anxiety and fear in most of us. But, how can we know what skills our customers have until we have a valid way of measuring them? The WorkKeys assessment provides a valid method for measuring the skill levels of individuals in nine basic workplace skills: Reading for Information: Reading workplace documents such as memos, employee handbook, reports, letters, safety procedures, etc. Applied Mathematics: The application of math concepts to solving practical workplace problems. Locating Information: Locating, inserting, comparing or summarizing information found in workplace graphics such as forms, charts, drawings, instrument gauges, maps, spreadsheets, etc. Writing: An employee s skill in writing work-related information such as messages, production shift notes, etc. Business Writing: An employee s skill in writing persuasive work-related messages such as letters and memos. Listening: An individual s skill in listening to work-related information such as phone calls from customers, verbal instructions and other spoken information. Applied Technology: An individual s skill in using basic concepts of technology to troubleshoot and solve technical problems in the workplace. Teamwork: Choosing behaviors and actions that both support relationships among co-workers and lead toward achieving goals and completing job tasks. Observation: An individual s skill in observing procedures, following instructions and noticing important details related to job tasks. If you think about it, these nine skills are used to one degree or another in most jobs. Some jobs may require a higher skill level in one area than another job. For example, the job tasks for a machine set-up mechanic will probably require a higher skill level in Applied Technology than the job tasks for a retail sales clerk. However, the retail sales clerk job tasks may require a higher skill level in Listening than the set-up mechanic. Different jobs require different skill levels. You ll also notice that the WorkKeys assessments are not job specific. They do not measure how good a mechanic or retail sales clerk an individual is. What they do measure is the underlying basic skills an individual has that are common to all jobs. Next, we ll look at how WorkKeys defines these skill levels. Page A-2

12 Appendix A In the graphic above, you ll notice that there are nine skill levels for each WorkKeys skill, but some are darkened. The levels that are darkened are the skill levels that the WorkKeys assessment measures. Why does WorkKeys only measure those skill levels? That s a good question! In developing the WorkKeys assessment, ACT found that the highlighted skill levels were required in about 85% of all jobs. Let s take Reading for Information for example. ACT found that if an individual could not read at least at Level 3, employers considered them unemployable for 85% of all jobs. A skill level of 1 or 2 in reading workplace materials was not sufficient for an entry-level job. ACT also found that a skill level of 8 or 9 in Reading for Information exceeded the requirements for 85% of all jobs. Relatively few highly specialized or technical jobs required reading skills at those levels. This same reasoning, based on ACT s research into what jobs really require, applies to the other WorkKeys skills. So, now we have a way to measure the basic workplace skills of an individual. That s great information to have, but how do we know what jobs to refer them to? What skills do specific jobs or occupations require? That s the next stop on our WorkKeys tour. Page A-3

13 Appendix A Second Stop: Job Analysis Job analysis helps you identify the skills your employees need to be successful on the job. ACT offers three different job analysis options to assist you with personnel selection, performance management, and training decisions. Job Profiling In the WorkKeys system, one method for determining what skills are required for a specific job is called job profiling. Job profiling is performed by consultants who are trained and licensed by ACT. The job profiling process is conducted for companies who have specific jobs whose skill requirements they want to identify. A job profiler meets with a group of subject matter experts (SME s), people who actually work in the job. First, the group identifies all of the critical tasks that they perform in their job. Once the task list is completed, the SME group looks at examples of work at different skill levels for each WorkKeys skill and decides two things: What skill level is required to perform the job tasks at an Entry Level? What skill level is required for performing tasks at a Proficiency Level? Entry Level means the skill level someone should have who is new to the job. Proficiency Level is the skill level that an employee should have who has been trained and has had significant experience in that job. The Entry Level skills information is often used to determine if a job applicant meets the skill requirements for that job. The Proficiency Level is sometimes used to determine if employees currently in the job are performing at the appropriate skill level. Once the skill levels have been identified and agreed upon by the SME group, they are asked to rank the nine WorkKeys skills in order of most important to least important to the successful performance of job tasks. This ranking helps companies determine what skills should be considered when screening job applicants or when moving someone into a different job. The job profile gives a company or a One-Stop counselor a snapshot of what skills that job requires. Look at the example below: Skill Entry Level Proficiency Level Rank Reading Math Listening Writing Locating Information Teamwork Applied Technology Observation WorkKeys Profile for Extruder Operator, XYZ, Inc. From this profile, we can see that Observation, Teamwork, Locating Information and Applied Technology were ranked as the top four skills needed for an Extruder Operator at the XYZ Company. Page A-4

14 Appendix A SkillMap This easy-to-use web-based process from ACT makes job analysis quick and comprehensive. SkillMap links job tasks to the skills and skill levels of the WorkKeys assessments. Features of SkillMap Fast and flexible Saves time and money Employees participate as schedules permit Detailed, automated reports No training required EEOC compliant Why Use SkillMap? SkillMap can help you identify skill requirements for virtually any job and make it easier to get the right people into jobs or identify training needs. SkillMap lets you gather information about job requirements from the people in your organization who know those jobs best your employees. SkillMap uses their input to identify the WorkKeys skills and skill levels needed for effective job performance. Estimator This paper-and-pencil system helps you make estimates of the skill levels needed to perform jobs in your organization. Use the information to develop recruiting, training, and development plans with the goal of building a higher-skilled workforce. WorkKeys Estimator links to the WorkKeys occupational profiles which identify skill levels for an occupation across jobs, companies, or industries and to O*NET online occupational information. Once you know the skill levels needed for your jobs, use appropriate WorkKeys tests to recruit new employees and to assess how current employees measure up to those levels. WorkKeys Estimator offers a fast, convenient way to document the use of your WorkKeys assessments. No training is required to use the program. All the tools are included on one CD-ROM. You only need a few job experts to review the skill definitions and document the results. WorkKeys Estimator is specifically designed for situations where quick estimates of WorkKeys skill levels are sufficient. If you need a more detailed approach or have concerns about EEOC compliance, consider using WorkKeys job profiling or SkillMap, a Web-based approach. Supports recruiting, training, and development plans Quick and easy to use Paper-and-pencil system Especially useful for smaller businesses Documents decisions related to WorkKeys Page A-5

15 Appendix A The Entry Level skills indicate the skill level that a job applicant or new employee should have. Here s another way to look at the same profile: The gray boxes indicate the level required for this entry-level position out of all possible levels for each skill. For example, in Locating Information, skill levels range from 3 to 6. For this job, a Level 5 is required for an entry level. A Word About: Job Profiles and Occupational Profiles In the WorkKeys system, there are two types of profiles: job profiles and occupational profiles. Our Extruder Operator at XYZ, Inc. is an example of a job profile. It is a profile that is specific to a job at a certain company. Jobs that have the same job title may be quite different from one company to another. Although the title is identical, the jobs may require very different tasks and skill levels. Companies who use WorkKeys for hiring must profile their specific jobs in order to comply with employment law. Occupational profiles have been created by ACT from the individual job profiles from across the country that have been collected in their database. Job profilers also sometimes create occupational profiles by conducting a profiling session that includes individuals who have the same job title, but work at different companies. An occupational profile represents the average skill level required for entry into an occupation instead of a specific job. Occupational profiles can be used for career counseling, but cannot be used by companies to make hiring decisions. Page A-6

16 Appendix A Third Stop: Training Let s take a look at where we have been on this WorkKeys tour. We know that the WorkKeys test provides a way to assess the basic workplace skills of an individual. Look at the test results for Ida Passitt below: WorkKeys Skill Profile for Ida Passitt Skill Level Locating Information Applied Technology Teamwork Observation Note that Ida only took four of the nine WorkKeys assessments. That s because the company where she was applying for a job uses only the skills assessments that are most critical for job success in that position. Her Skill Levels are: 4 in Locating Information, 4 in Applied Technology, 5 in Teamwork, and 4 in Observation. The Job Profiling process identifies the WorkKeys skills and corresponding skill levels that are most critical for a job. Look again at the profile for the Extruder Operator at XYZ, Inc.: Job Profile for Extruder Operator Skill Level Locating Information Applied Technology Teamwork Observation Page A-7

17 Appendix A Now, if we overlay Ida s WorkKeys results with the job profile for an Extruder Operator, we can get a clear picture of where her skill gaps are. Skill Gap Skill Level Locating Information Applied Technology Teamwork Observation In order to qualify for the Extruder Operator position at the XYZ Company, Ida needs to improve her Locating Information and Observation skills by one skill level. What can Ida do to improve her skills in Locating Information and Observation? Ida needs training in order to overcome her skills gap. The WorkKeys system s Targets for Instruction provide guidelines for developing training curriculum for the WorkKeys skills. The Targets are used by curriculum developers to create lessons and courses. Fortunately, for Ida and other One-Stop customers, a complete and user-friendly computer-based or print-based WorkKeys curriculum is available: KeyTrain. Use KeyTrain to bridge that skills gap! KeyTrain is a complete training system that is based on WorkKeys. It is designed to help a job seeker improve basic workplace skills and readiness for employment in an occupational field or a specific job. KeyTrain is the first ACT Level I curriculum that means it has been reviewed and meets ACT s quality standards. Some Important Points to Remember about KeyTrain! KeyTrain courses include over 20,000 pages of lessons. KeyTrain s lessons are highly interactive and include a full natural-voice soundtrack. It s easy to use! The menus and screens are easy to navigate even for computer novices. KeyTrain has a comprehensive learning management system built in so designated One-Stop staff can check learner progress and print reports. It s easy to enroll learners and create groups or classes of learners. KeyTrain s on-line database of occupational profiles allows you to set learning goals for customers based on their career goals or job interests. KeyTrain allows you to match your customers with specific job or occupational profiles based on their WorkKeys skills. Page A-8

19 Appendix C. KeyTrain - A Curriculum for Improving WorkKeys Skills Appendix C KeyTrain is utilized in many of the certificate initiatives across the country with tremendous results. Please contact us for details. KeyTrain is a comprehensive, yet easy-to-use system for improving the basic skills measured by the WorkKeys Job Skills Assessment System. Using KeyTrain, you can estimate your potential WorkKeys score, review topics in each WorkKeys skill area and practice problems similar to those on an actual WorkKeys assessment. The KeyTrain system includes targeted, self-paced instruction, pre- and post-assessments, a complete learning management system and an occupational job profiles database. These components can be used to help individuals learn, practice and demonstrate the skills they need to succeed in the jobs and careers they desire. KeyTrain is being used by schools and job skills training centers consortiums, WIA s, secondary schools, businesses, WorkKeys service centers, ACT Centers, One Stops and individuals. KeyTrain is the first computer-based training available which was specifically designed for WorkKeys. KeyTrain is also the first curriculum to be accepted as a Level 1 preferred curriculum provider for WorkKeys. This means that the KeyTrain system has been reviewed by ACT, which has determined that KeyTrain meets ACT s standards for WorkKeys training curriculum. KeyTrain is currently meets ACT standards for computer-based, web-based and print-based curriculum. KeyTrain is available via Computer-Based, Print-Based and the Internet. KeyTrain includes hundreds of interactive practice exercises including explanatory solutions in thousands of pages to help improve learning. KeyTrain Beginning Skills addresses lower skills (Pre-WorkKeys), including a diagnostic tool to guide the user through an extensive set of curriculum. Full natural voice soundtrack reads instructional material word-for-word. Pre-tests allow quick estimations of skill levels and can assign appropriate lessons automatically. Randomized level post-tests give each user a different assessment. User-friendly interface for non-computer users. Instructors and users can get started almost immediately. Comprehensive student tracking system makes management and reporting easy. Inexpensive site licenses mean that you can use the system on as many computers and with as many people as you like. Available in Spanish. Independently selected in many statewide and community-wide implementations. Page C-1

20 Appendix C Includes an on-line database of occupational and job profiles to help establish skill goals. KeyTrain has demonstrated effectiveness in improving WorkKeys scores. Learn more or request a demo at For further information about KeyTrain or to receive a free demo CD or an internet demo account, please contact Thinking Media at (877) or at Page C-2

The Arkansas Career Readiness Certificate Program Best Practices Employers in Arkansas are facing formidable challenges in today s economic climate. The Arkansas Career Readiness Certificate has proven

Georgia Work Ready Program Josephine Reed-Taylor Assistant Commissioner Technical College System of Georgia Georgia Work Ready Program Concern regarding the quality and skill of Georgia s workforce pipeline

Economic and Small Business Development Committee Roberta Garberr Executive Director Community Research Partners January 26, 20111 Good Morning Chairwoman Baker, Ranking Member Williams, and members of

Case Study November 2013 North Carolina Implements a Comprehensive Approach to College and Career Readiness The Organization North Carolina Department of Public Instruction (DPI), with emphasis on school

2015 Education Progress Report Since the launch of Plan 2020, Alabama has made significant progress toward its goal of a 90 percent high school graduation rate. In 2014, the state s public schools reported

Policy Points Volume 23 September 2004 A publication of Good Faith Fund s Public Policy Program Increasing Access to and Completion of College Among Working Adults in Arkansas: The Career Pathways Pilot

New York State Application for Workforce Investment Act Incentive Grant Funding A. Assurances In accordance with the Application Process described in Section 7 (A) of Training and Employment Guidance Letter

SREB High School to College and Careers College and Career Planning Alabama ALCareerTech is a portal that provides access to online resources for students and their families to help them explore and plan

Recommendations on Performance Accountability In the Workforce Education and Training System FEBRUARY 2010 New Directions for Workforce Education and Training Policy Require a New Approach to Performance

Alabama High School Graduation Requirements The Alabama State Board of Education has approved a new high school diploma for students entering ninth grade after fall 2013. The state will phase in the new

Introduction Policymakers and educators around the nation are wrestling with an important challenge how to raise expectations for high school achievement, while increasing relevance and engagement in learning

Ensuring All Iowans Have the Skills to Drive Economic Growth and Security A policy agenda to close Iowa s skills gap and build pathways to good jobs and economic security for all Iowans Iowa Skills2Compete

Developing the STEM Education Pipeline Developing the STEM Education Pipeline For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering,

Junior Achievement USA A Solution to the Workforce Skills Gap The Issue The health of a nation is largely influenced by the make-up of the current and future workforce. The characteristics of the workforce

Education Bonus Programs: An Overview of State and Local Incentives' Programs to Encourage Greater Educational Attainment by David L. Barkley Professor and Co-Director EDA University Center for Economic

Career Guidance: Everyone Has A Role to Play Meg Smith Alabama Department of Education alcareerinfo.org Who Are Our Stakeholders? Schools Business and Industry Parents Students alcareerinfo.org Where Did

NGA Center for Best Practices Honor States Grant Program Phase Two Awards Increase Course Rigor ($140,000 Grant; $40,000 Match Required) Mississippi, Oklahoma, and Pennsylvania will work with NGA and ACT

Building Alaska s Construction Workforce A Construction Workforce Development Plan Status Report on the Plan s Objectives Prepared for the Alaska Workforce Investment Board October 2007 Building Alaska

Strategy 1 Make transitions planned and accountable for both successful student progress and systemic cooperation. 1.1 Ensure every student has an individual learning and career plan. a) Use plain language

Deploying Community Colleges to Strengthen State Economic Development: A National Study Executive Summary by Jennifer Cleary and Aaron Fichtner, Ph.D. October 2005 Introduction State governments across

Grand Rapids Community College Teaching and Learning Quality Report Year 2 Occupational Standards for WorkKeys August 8, 2013 Report History: Year 1 report was presented to Deans Council on September 14,

Things You Need To Know Civil Rights Compliance Statement Garrett High School has a policy of providing equal opportunity. All Courses are open to all students regardless of race, color, gender, disabilities,

Issue IN THIS Brief: Career and Technical Education s Role in Workforce Readiness Credentials What standards of work and career readiness apply to the educational system and how can employers be sure that

Funds for School Counseling Programs No Child Left Behind Act of 2001 Title V Promoting Informed Parental Choice and Innovative Programs Part D Fund for the Improvement of Education Subpart 2 Elementary

The Arkansas Career Pathways Initiative APRIL 2010 The Arkansas Career Pathways Initiative (CPI) provides a comprehensive set of academic and support services designed to enable low-income, low-skill individuals

ISSUES AND SOLUTIONS for Career and Technical Education in Virginia 2015 Educators and business representatives from across Virginia, along with 10 organizations representing Career and Technical Education

ATTACHMENT B JOB DRIVEN ELEMENTS IN ACTION JOB-DRIVEN ELEMENTS IN ACTION Below are five examples of how partnerships between the public workforce system and employers, the education system, economic development

& between Workforce Investment Refugee Resettlement Stakeholders MODELS OF COLLABORATION AUGUST 2014 Following World War II, Congress passed the county s first refugee legislation and enabled more 250,000

Conditional Payment Q #1 A #1 May the district require a pupil to successfully complete the college course prior to tuition and fees being paid by the district? No. The language in MCL 388.514(4) and MCL

Get Connected to School-to-Career A QUICK GUIDE for Employers Preparing Today s Students and Tomorrow s Workforce Getting Started Three Easy Steps School-to-Career makes sense for students and your business.

April 21, 2016 Pinal County Local Workforce Development Board Strategic Planning Session Workforce Innovation and Opportunity Act Supports the development of strong, vibrant regional economies where businesses

W O RKFORCE DEVELOPMEN T Modified with permission from Learning to Lead Second Edition GUIDING PRINCIPLES Workforce development requires the coordinated efforts of many different organizations. Current

Early College Access A Fast Track to College Completion For Maryland High School Students In late 2011, the Associated Press reported on census data revealing that nearly half of all Americans a record

TEAM WORK TEAM WORK A guide to the State of Georgia s partners in education and workforce development The foundation of a growing and prosperous economy is a quality workforce individuals with the skills,

Preparing for Career Success in Business, Management and Administration CC9004 Career Clusters Prepare All Students for College, Technical Training and Careers Career Clusters prepare learners of all ages

GAO United States Government Accountability Office Report to Congressional Requesters May 2008 WORKFORCE DEVELOPMENT Community Colleges and One-Stop Centers Collaborate to Meet 21st Century Workforce Needs

RENEWING CAREER AND TECHNICAL EDUCATION IN COLORADO A summary of the Colorado State Plan for Implementation of the Carl D. Perkins Career and Technical Education Act of 2006 Prepared by the Colorado Community

Shoreline Community College Auto Sales and Service Training Pathways Program Shoreline, Washington Organizational Background In January 2005, Shoreline Community College in the Seattle area launched the

Workforce solutions start here.. Business Services Summary of Business Services PA Careerlink Website & Resume Database There are thousands of qualified job seekers in Bucks County and the Southeastern

The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15). 1 The bill (H.R. 2226) would amend the Workforce Investment

A Note from Gina Dear friend, Higher Education: A Pathway to Opportunity Making Higher Education Affordable and Effective for All Rhode Islanders Like so many other Rhode Islanders, my family s American

2014 GED PROGRAM Building the educated and employed communities of tomorrow Solomon, 2012 graduate Enrolled in community college and studied abroad in Costa Rica. View Solomon s story: GEDtestingservice.com/solomon

WIA AND WIN: AN OVERVIEW The Workforce Investment Act of 1998 established the framework for the Workforce Investment Network (WIN) in Mississippi. The WIN in Mississippi system includes over 60 WIN Job

Florida s Guide to Public High School Graduation It s a Major Opportunity! For Students Entering Ninth Grade in 2008-2009 Florida Department of Education 2008 1 High School Graduation Programs Overview

Personalized Student Learning Plans (PSLP) Curriculum Tools & Resources The New Jersey Department of Education does not endorse any of these curriculum tools and resources. The following tools and resources

ADULT EDUCATION BACKGROUND PAPERS HELPING ADULT LEARNERS MAKE THE TRANSITION TO POSTSECONDARY EDUCATION by Judy Alamprese, Abt Associates, Inc. WWW.C-PAL.NET This background paper is part of a series funded

High School Career Academies: A 40-Year Proven Model for Improving College and Career Readiness By Betsy Brand Executive Director, American Youth Policy Forum Commissioned by The National Career Academy

PROMISING PRACTICES IN YOUNG ADULT EMPLOYMENT LESSONS LEARNED FROM MANUFACTURING AND AUTOMOTIVE CAREER PATHWAY PROGRAMS Supported by the National Fund for Workforce Solutions By Stacey Wagner As the numbers

Attachment B Services to be provided through the WorkSource System In order to promote a seamless system to the customer, teams formed by the co-located site partners provide many of the services. Partners,

It s time to get ready for work. The Role of Career Education in Developing Career Ready Graduates How are Nebraska schools going to achieve By incorporating Career Readiness into appropriate curriculum

Changing a Culture November 2005 Toward a 30% Increase in Degree Attainment in Stark County, Ohio Stark County is the 7th largest county in Ohio. In 2001 we formed a P-16 Compact and began looking at the

Migrant Education Program Evaluation Toolkit A Tool for State Migrant Directors Summer 2012 Developed by the U.S. Department of Education Office of Migrant Education through a contract with The SERVE Center

The Right Fit: How Top Employers Find the Perfect Candidate 02 Guide to creating a great workplace Introduction Finding the right fit for a job is complicated, especially for harder-to-fill positions with

Indiana s Graduation Requirements (Class of 2016 & Beyond) Education in the US The national average high school graduation rate is 70% 1/3 of students are dropping out 1/3 are graduating but are unprepared

Module 1: The Career Planning Process: An Overview Transcript Introduction (video clip 1) Hello, everyone. I m Jennifer from the Boise State University Career Center, and you re completing the first in

DECEMBER 2015 Pathways System Framework Design Specifications and Asset Inventory FOR PATHWAY SYSTEM PARTNERSHIPS Every Indiana business will find the educated and skilled workforce necessary to compete

SREB State College and Career Readiness Initiative Teacher Development to Increase College and Career Readiness Guidelines and Promising Practices for States College and career readiness is an increasingly